Parent-Teacher Conflict Related to Student Abilities: The Impact on Students and the Family-School Partnership.

Abstract

IntroductionThe establishment of family-school partnerships is a research-supported movement with numerous benefits for students. Family-school partnerships are associated with superior grade point averages, standardized test scores, attendance, home and school behavior, social skills, and adaptation to school (Henderson & Mapp, 2002). They also improve school programs, school climate, family services and support, parent skills and advocacy efforts, familyschool-community connections, and support the work of teachers (Epstein, 2011).Despite the many benefits of family-school partnerships, achieving these collaborative relationships remains challenging. Schools want parents to support their practices and teaching efforts, and parents want schools to be responsive to the unique needs of their family and child, but far too often, neither parents nor educators are collaboratively finding ways to maximize the educational experience and academic outcomes of students (Auerbach, 2012; Christenson, 2004; Wanat, 2010). More specifically, discrepant perspectives of a child or the child's needs have been identified as a factor that initiates and escalates conflict between parents and teachers (Lake & Billingsley, 2000) and negatively impacts parental involvement in school programs (Patel & Stevens, 2010). Both parents and teachers may want what is best for a student, but their expectations and perceptions of a particular child can vary. This leaves educators and parents struggling to develop and foster family-school partnerships in a conflict-laden climate with limited knowledge about how best to handle these conflicts (Lake & Billingsley, 2000).Purpose of the StudyConflicts surrounding a student's abilities are not uncommon in education. Parents and teachers disagree on issues such as placement in special education, placement in advanced courses, grades, retention and promotion, and playing time on sports teams. Nevertheless, little is understood about these experiences and their impact on family-school partnerships. The purpose of this qualitative study was to examine the experiences of parents, teachers, and students when parents and teachers disagree about a student's abilities; of particular importance was the perceived impact of these divergent accounts on students and the establishment of effective family-school partnerships. The goal of the study was to gain insights from these experiences that could help build effective family-school partnerships, even in the presence of conflict.Review of the LiteratureFor the purpose of this study, family-school partnerships are defined as ongoing, collaborative, and equitable relationships between parents and the entire school community (including teachers, administrators, counselors, special educators, school psychologists, and other school personnel) that utilize shared responsibility and power to develop an environment that maximizes each child's potential for success. This definition is based on descriptions of family-school partnerships in Christenson (2004), Epstein (2011), Ferlazzo (2011), and Patrikakou, Weissberg, Redding, and Walberg (2005). The following sections provide a description of the qualities necessary for effective partnerships and the barriers that impede partnership development.Family-School Partnership QualitiesAccording to Epstein and Sheldon (2011), a review of multiple studies identified eight essential elements of effective family-school-community partnerships: leadership, teamwork, action plans, implementation ofplans, funding, collegial support, evaluation, and networking. Christenson (2004) also identified many aspects of family-school partnerships, including: families and educators listening to the other's perspective; approaching individual differences as assets to the partnership; sharing of information to develop interventions; focusing on common interests; seeking input from each other; collaboratively developing a plan to address the needs of all parties; shared decision-making; establishing and communicating shared expectations of schoolwork and behavior; willingness and ability to appropriately handle conflict; refraining from placing blame; and shared commitment to success. …